Readiness of Rinconada National Technical Vocational School’s Technical Vocational Department in the Implementation of Senior High School Tech-Voc Track

Abstract

INTRODUCTION

The main focus of the study is to determine the readiness of Rinconada National Technical and Vocational School’s (RNTVS) Technical Vocational Education Department, Iriga City, in the implementation of senior high school via tech-voc track.

METHODS

The study employed the descriptive-evaluative-correlational method with a validated questionnaire as the primary data gathering instrument. Documentary analysis, interview with the use of open ended questions were also used to further support the data gathered. The respondents of the study composed of eleven (11) school administrators and twenty-nine (29) Technical and Vocation Education (TVE) teachers of Rinconada National Technical Vocational School, Iriga City, covering the school year 2014 -2015. The statistical tools used were the following: frequency distribution, percentage technique, mean, Five-Point Rating Scale, weighted mean, and Kruskal Wallis H-Test.

RESULTS

The level of readiness of Technical Vocational Education Department of RNTVS in the implementation of Senior High School (SHS) via tech-voc trade, administration obtained the highest rating. Philosophy -vision/mission, and teaching staff had a descriptive equivalent of “much ready”. Along with the facilities for the SHS track and strand, the instructional room got the top rating, followed by laboratories, workshop rooms and learner resource center or library; equipment, water and sanitation facilities, which were all described as much ready. The lone component that was rated as moderately ready was on internet facilities and ICT rooms. On the test of significant difference, the computed H values of 1.10 (Philosophy -Vision/Mission); 1.33 (Administration); 5.46 (Teaching Staff); 0.62 (instructional room); 5.34 (laboratories); 2.62 (workshop rooms); 9.93 (learner resource center or library); 8.96 (equipment); 3.77 (internet facilities and ICT rooms), and; 2.01 (water and sanitation facilities) were all found to be greater than their critical X2 values of 14.067 with 7 degrees of freedom at .05 level of significance. The null hypothesis was therefore confirmed since no significant difference existed on the appraisal of the groups of respondents; 3. The School's Reference Guide was developed based from the findings of the study.

DISCUSSIONS

The results showed that the school should take much focus on internet facilities since it is perceived as moderately ready. The school necessitates looking further improvement in educational delivery through internet facilities.